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ERIC Number: EJ797654
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1937-6928
The Effects of Peer-Assisted Sentence-Combining Practice on Four Young Writers with Learning Disabilities
Saddler, Bruce; Asaro, Kristie; Behforooz, Bita
Learning Disabilities: A Contemporary Journal, v6 n1 p17-31 2008
Constructing well-formed sentences is an important element of writing. However, many students struggle with this skill; in particular, writers with learning disability (LD). In this study sentence-combining practice with a peer-assistance component was used to improve the ability of four young students with LD to construct sentences and compose stories. Results support the use of sentence-combining practice to increase sentence-construction ability. Furthermore, sentence-combining instruction led to gains in story quality, use of taught constructions, and number of revisions. We also targeted transfer of the sentence-combining skills to story writing by integrating generalization training via parallel writing tasks and a Peer-Editor Checklist. Student comments suggested that the checklist increased their ability to identify the use of sentence-combining skills in each other's writing and make effective revising suggestions. (Contains 6 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A